Psychological Empowerment Among Urban Youth: Measurement Model and Associations with Youth Outcomes
Psychological Empowerment Among Urban Youth: Measurement Model and Associations with Youth Outcomes
复制标题
DOI：
10.1002/ajcp.12094
复制
发表时间：
2016-12-01
影响因子：
3.1
通讯作者：
Morrel-Samuels, Susan
中科院分区：
文献类型：
--
作者：
Eisman, Andria B.;Zimmerman, Marc A.;Morrel-Samuels, Susan
基于赋权的战略已成为解决卫生不平等和促进社会变革的广泛使用的方法。然而，很少有研究人员测试赋权的理论模型，包括多维度的高阶模型。我们实证测试的心理授权（PE）的多维，高阶模型，指导齐默尔曼的概念框架，包括三个组成部分的PE：个人，互动，和行为。我们还调查了体育是否与青年的积极和消极结果有关。样本包括367名11-16岁的中学生（M=12.71; SD=0.91）; 60%为女性，32%（n=117）为白色青年，46%（n=170）为非洲裔美国青年，22%（n=80）为混血、亚裔美国人、拉丁裔、美洲原住民或其他种族/人种组;学校报告61-75%的学生免费/减少午餐。我们的研究结果表明，每一个潜在的因素为三个PE组件表现出良好的拟合数据。我们的结果还表明，这些组分加载到高阶PE因子上（X-2=32.68; df：22; p= 0.07;RMSEA：0.04; 95% CI：0.00，0.06; CFI：0.99）。我们发现，二阶PE因素与攻击性行为呈负相关，与亲社会参与呈正相关。我们的研究结果表明，授权为重点的方案将受益于纳入组件解决青年如何看待自己在其社会背景（个人），了解社会和物质资源需要实现特定的目标（international），并采取行动，以影响结果（行为）。我们的研究结果还表明，整合这三个组成部分和促进PE可能有助于增加积极行为的可能性（例如，亲社会参与）;我们没有发现体育和攻击行为之间的关联。授权研究的影响和未来的方向进行了讨论。
Empowerment-based strategies have become widely used method to address health inequities and promote social change. Few researchers, however, have tested theoretical models of empowerment, including multidimensional, higher-order models. We test empirically a multidimensional, higher-order model of psychological empowerment (PE), guided by Zimmerman's conceptual framework including three components of PE: intrapersonal, interactional, and behavioral. We also investigate if PE is associated with positive and negative outcomes among youth. The sample included 367 middle school youth aged 11-16 (M=12.71; SD=0.91); 60% female, 32% (n=117) white youth, 46% (n=170) African-American youth, and 22% (n=80) identifying as mixed race, Asian-American, Latino, Native American, or other ethnic/racial group; schools reported 61-75% free/reduced lunch students. Our results indicated that each of the latent factors for the three PE components demonstrate a good fit with the data. Our results also indicated that these components loaded on to a higher-order PE factor (X-2=32.68; df: 22; p=.07;RMSEA: 0.04; 95% CI: .00, .06; CFI: 0.99). We found that the second-order PE factor was negatively associated with aggressive behavior and positively associated with prosocial engagement. Our results suggest that empowerment-focused programs would benefit from incorporating components addressing how youth think about themselves in relation to their social contexts (intrapersonal), understanding social and material resources needed to achieve specific goals (interactional), and actions taken to influence outcomes (behavioral). Our results also suggest that integrating the three components and promoting PE may help increase likelihood of positive behaviors (e.g., prosocial involvement); we did not find an association between PE and aggressive behavior. Implications and future directions for empowerment research are discussed.